“Summer vacations cause disadvantaged children to fall behind”

Education outside the classroom, through summertime activities rooted in family life, can boost kids’ prospects for the future.

Marco Visscher | April 2009 issue

Karl Alexander, professor of sociology at John Hopkins University.

Photo: Karl Alexander

Karl Alexander, professor of sociology at John Hopkins University in Baltimore, has studied the same group of nearly 800 people for the past 27 years. His research confirms that children from less affluent, less educated backgrounds fare worse in later life than children from more privileged backgrounds. But his work also shows that much of this achievement gap can be traced to the learning kids do during summer vacations. His conclusion: Education outside the classroom, through summertime activities rooted in family life, can boost kids’ prospects for the future.

How did you discover the effects of the summer break on learning?

“We looked at achievement test scores at a school where these tests were being done twice a year over a long period of time. That way, we’ve learned that summer vacations cause disadvantaged children to fall behind, whereas children from privileged families still make progress.”

But children from privileged families don’t spend their summers doing homework, do they?

“No, but college-educated parents create a much stronger learning environment. They have a computer at home, and they have books, newspapers and magazines lying around. Children see their parents read, and at dinner they might discuss something they’ve read. Low-income families are less likely to read books; go to the library, museum or theater; take music lessons; or do organized sports activities. Yet these experiences make a difference, with a visit to the library being the most discriminating factor of all.”

What can be done?

“Two things. We can help disadvantaged parents be more effective so their children can become more successful in school. These parents typically want the same for their kids as others, but they don’t have the means. We can encourage them to get library cards or become more active in school. We can help them understand it’s important for their kids to have a quiet space to do homework and have them monitor the homework.”

And the other thing?

“While more and more schools offer summer programs with intensive study, these are mainly focused on remediation, not on enrichment. Furthermore, these programs are often thought of as a luxury. In times of tightened budgets, they are among the fi rst to go. I believe there’s a need for summer programs with a deep commitment to make them work. This way, we can bridge the achievement gap.”

Or maybe just say goodbye to summer vacation?

“Well, personally I would prefer a longer school year, but we do what we do. We’ve grown up with long summer breaks and we now take them for granted. I don’t think teachers would like to give them up.”